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Dept: Education

You searched for publisher:"Massey University". Showing records 1 – 30 of 201 total matches.

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Massey University

1. Konchiab, Supornphan. Development of communication strategy instruction for a tourism education programme in Thailand.

Degree: PhD, Education, 2015, Massey University

 This study was conducted to develop communication strategy instruction for Thai tourism students to enhance their English oral communication performance. The research was conducted with… (more)

Subjects/Keywords: English language; Study and teaching; Foreign speakers; Tourism students; Tourism; Thai; Thailand; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education

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APA (6th Edition):

Konchiab, S. (2015). Development of communication strategy instruction for a tourism education programme in Thailand. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/6786

Chicago Manual of Style (16th Edition):

Konchiab, Supornphan. “Development of communication strategy instruction for a tourism education programme in Thailand.” 2015. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/6786.

MLA Handbook (7th Edition):

Konchiab, Supornphan. “Development of communication strategy instruction for a tourism education programme in Thailand.” 2015. Web. 09 Jul 2020.

Vancouver:

Konchiab S. Development of communication strategy instruction for a tourism education programme in Thailand. [Internet] [Doctoral dissertation]. Massey University; 2015. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/6786.

Council of Science Editors:

Konchiab S. Development of communication strategy instruction for a tourism education programme in Thailand. [Doctoral Dissertation]. Massey University; 2015. Available from: http://hdl.handle.net/10179/6786


Massey University

2. Paewai, Shelley Ruth. A critical systems view of quality assurance in New Zealand universities.

Degree: Doctor of Philososphy, Education, 2011, Massey University

 The present study uses a critical systems approach to explore quality assurance in New Zealand universities. It combines information from the international and New Zealand… (more)

Subjects/Keywords: Quality control; Quality assurance; Critical systems approach; Universities; Higher education; New Zealand

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APA (6th Edition):

Paewai, S. R. (2011). A critical systems view of quality assurance in New Zealand universities. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/2995

Chicago Manual of Style (16th Edition):

Paewai, Shelley Ruth. “A critical systems view of quality assurance in New Zealand universities.” 2011. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/2995.

MLA Handbook (7th Edition):

Paewai, Shelley Ruth. “A critical systems view of quality assurance in New Zealand universities.” 2011. Web. 09 Jul 2020.

Vancouver:

Paewai SR. A critical systems view of quality assurance in New Zealand universities. [Internet] [Doctoral dissertation]. Massey University; 2011. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/2995.

Council of Science Editors:

Paewai SR. A critical systems view of quality assurance in New Zealand universities. [Doctoral Dissertation]. Massey University; 2011. Available from: http://hdl.handle.net/10179/2995


Massey University

3. Boyack, Jennifer Elizabeth. Singing a joyful song : an exploratory study of primary school music leaders in Aotearoa New Zealand.

Degree: PhD, Education, 2011, Massey University

 This thesis explores the work of generalist primary school teachers who work in music leadership roles in their schools. There is an absence of research… (more)

Subjects/Keywords: Primary school music leaders; Primary school teachers; Instruction and study; Case studies; New Zealand; Music

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APA (6th Edition):

Boyack, J. E. (2011). Singing a joyful song : an exploratory study of primary school music leaders in Aotearoa New Zealand. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/3035

Chicago Manual of Style (16th Edition):

Boyack, Jennifer Elizabeth. “Singing a joyful song : an exploratory study of primary school music leaders in Aotearoa New Zealand.” 2011. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/3035.

MLA Handbook (7th Edition):

Boyack, Jennifer Elizabeth. “Singing a joyful song : an exploratory study of primary school music leaders in Aotearoa New Zealand.” 2011. Web. 09 Jul 2020.

Vancouver:

Boyack JE. Singing a joyful song : an exploratory study of primary school music leaders in Aotearoa New Zealand. [Internet] [Doctoral dissertation]. Massey University; 2011. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/3035.

Council of Science Editors:

Boyack JE. Singing a joyful song : an exploratory study of primary school music leaders in Aotearoa New Zealand. [Doctoral Dissertation]. Massey University; 2011. Available from: http://hdl.handle.net/10179/3035


Massey University

4. Tse, Laura Lo-Ming. Can phonics instruction and big book shared reading in combination work better than on their own?.

Degree: PhD, Education, 2011, Massey University

 The present study is an experimental study, and the purpose was to make an empirical comparison between three ways of teaching: phonics instruction, big book… (more)

Subjects/Keywords: Reading; Phonetic method; Phonics instruction; Big books; Shared reading

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APA (6th Edition):

Tse, L. L. (2011). Can phonics instruction and big book shared reading in combination work better than on their own?. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/3182

Chicago Manual of Style (16th Edition):

Tse, Laura Lo-Ming. “Can phonics instruction and big book shared reading in combination work better than on their own?.” 2011. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/3182.

MLA Handbook (7th Edition):

Tse, Laura Lo-Ming. “Can phonics instruction and big book shared reading in combination work better than on their own?.” 2011. Web. 09 Jul 2020.

Vancouver:

Tse LL. Can phonics instruction and big book shared reading in combination work better than on their own?. [Internet] [Doctoral dissertation]. Massey University; 2011. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/3182.

Council of Science Editors:

Tse LL. Can phonics instruction and big book shared reading in combination work better than on their own?. [Doctoral Dissertation]. Massey University; 2011. Available from: http://hdl.handle.net/10179/3182


Massey University

5. Offen, Bilinda. Factors that influence teacher appraisal in primary schools : making appraisal meaningful for teachers.

Degree: Doctorate, Education, 2015, Massey University

 Research from a range of countries revealed commonalities in how teachers perceived appraisal. It was common that teachers viewed appraisal negatively, and that appraisal was… (more)

Subjects/Keywords: Elementary school teachers; Rating of; New Zealand

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APA (6th Edition):

Offen, B. (2015). Factors that influence teacher appraisal in primary schools : making appraisal meaningful for teachers. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/7749

Chicago Manual of Style (16th Edition):

Offen, Bilinda. “Factors that influence teacher appraisal in primary schools : making appraisal meaningful for teachers.” 2015. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/7749.

MLA Handbook (7th Edition):

Offen, Bilinda. “Factors that influence teacher appraisal in primary schools : making appraisal meaningful for teachers.” 2015. Web. 09 Jul 2020.

Vancouver:

Offen B. Factors that influence teacher appraisal in primary schools : making appraisal meaningful for teachers. [Internet] [Doctoral dissertation]. Massey University; 2015. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/7749.

Council of Science Editors:

Offen B. Factors that influence teacher appraisal in primary schools : making appraisal meaningful for teachers. [Doctoral Dissertation]. Massey University; 2015. Available from: http://hdl.handle.net/10179/7749


Massey University

6. Bonney, Iona. Middle school students' experiences and perceptions of educational decision making.

Degree: Master, Education, 2016, Massey University

 This descriptive case study investigated student perceptions and experience of choosing option subjects in a stand-alone middle school environment. The focus was on students making… (more)

Subjects/Keywords: Middle school students; Decision making; Middle schools; Curricula

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APA (6th Edition):

Bonney, I. (2016). Middle school students' experiences and perceptions of educational decision making. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/7758

Chicago Manual of Style (16th Edition):

Bonney, Iona. “Middle school students' experiences and perceptions of educational decision making.” 2016. Masters Thesis, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/7758.

MLA Handbook (7th Edition):

Bonney, Iona. “Middle school students' experiences and perceptions of educational decision making.” 2016. Web. 09 Jul 2020.

Vancouver:

Bonney I. Middle school students' experiences and perceptions of educational decision making. [Internet] [Masters thesis]. Massey University; 2016. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/7758.

Council of Science Editors:

Bonney I. Middle school students' experiences and perceptions of educational decision making. [Masters Thesis]. Massey University; 2016. Available from: http://hdl.handle.net/10179/7758


Massey University

7. Holley-Boen, Wendy. Practising fiercely : fulfilment through stance, supports and stamina : a participatory narrative inquiry of specialist teachers' practice in Aotearoa New Zealand.

Degree: PhD, Education, 2017, Massey University

 Teachers work within a range of personal and contextual factors that serve as enablers and barriers to their professional identity, practice and wellbeing. There is… (more)

Subjects/Keywords: Special education teachers; Inclusive education; Specialist teaching; New Zealand

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APA (6th Edition):

Holley-Boen, W. (2017). Practising fiercely : fulfilment through stance, supports and stamina : a participatory narrative inquiry of specialist teachers' practice in Aotearoa New Zealand. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/13419

Chicago Manual of Style (16th Edition):

Holley-Boen, Wendy. “Practising fiercely : fulfilment through stance, supports and stamina : a participatory narrative inquiry of specialist teachers' practice in Aotearoa New Zealand.” 2017. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/13419.

MLA Handbook (7th Edition):

Holley-Boen, Wendy. “Practising fiercely : fulfilment through stance, supports and stamina : a participatory narrative inquiry of specialist teachers' practice in Aotearoa New Zealand.” 2017. Web. 09 Jul 2020.

Vancouver:

Holley-Boen W. Practising fiercely : fulfilment through stance, supports and stamina : a participatory narrative inquiry of specialist teachers' practice in Aotearoa New Zealand. [Internet] [Doctoral dissertation]. Massey University; 2017. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/13419.

Council of Science Editors:

Holley-Boen W. Practising fiercely : fulfilment through stance, supports and stamina : a participatory narrative inquiry of specialist teachers' practice in Aotearoa New Zealand. [Doctoral Dissertation]. Massey University; 2017. Available from: http://hdl.handle.net/10179/13419


Massey University

8. Pritchard, Christine. An investigation into ITP tutors' understanding of policy and performance, to identify changes that have the potential to enhance teaching practice.

Degree: PhD, Education, 2012, Massey University

 This thesis examines the reported views and experiences of tutors who work in the institutes of technology and polytechnics (ITP) sector in New Zealand. This… (more)

Subjects/Keywords: Technical institutes and polytechnics; Technical education teachers; Teacher effectiveness; Educational change

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APA (6th Edition):

Pritchard, C. (2012). An investigation into ITP tutors' understanding of policy and performance, to identify changes that have the potential to enhance teaching practice. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/4276

Chicago Manual of Style (16th Edition):

Pritchard, Christine. “An investigation into ITP tutors' understanding of policy and performance, to identify changes that have the potential to enhance teaching practice.” 2012. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/4276.

MLA Handbook (7th Edition):

Pritchard, Christine. “An investigation into ITP tutors' understanding of policy and performance, to identify changes that have the potential to enhance teaching practice.” 2012. Web. 09 Jul 2020.

Vancouver:

Pritchard C. An investigation into ITP tutors' understanding of policy and performance, to identify changes that have the potential to enhance teaching practice. [Internet] [Doctoral dissertation]. Massey University; 2012. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/4276.

Council of Science Editors:

Pritchard C. An investigation into ITP tutors' understanding of policy and performance, to identify changes that have the potential to enhance teaching practice. [Doctoral Dissertation]. Massey University; 2012. Available from: http://hdl.handle.net/10179/4276


Massey University

9. Scobie-Jennings, Emma. An investigation into how Māori students who are gifted and talented are identified in mainstream schools.

Degree: Master, Education, 2012, Massey University

 This study examined the current practices used by 11 schools in one region of Aotearoa New Zealand when identifying Māori students who are gifted and… (more)

Subjects/Keywords: Gifted children; Maori children; New Zealand education; Maori children's education; Gifted Maori children

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APA (6th Edition):

Scobie-Jennings, E. (2012). An investigation into how Māori students who are gifted and talented are identified in mainstream schools. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/4291

Chicago Manual of Style (16th Edition):

Scobie-Jennings, Emma. “An investigation into how Māori students who are gifted and talented are identified in mainstream schools.” 2012. Masters Thesis, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/4291.

MLA Handbook (7th Edition):

Scobie-Jennings, Emma. “An investigation into how Māori students who are gifted and talented are identified in mainstream schools.” 2012. Web. 09 Jul 2020.

Vancouver:

Scobie-Jennings E. An investigation into how Māori students who are gifted and talented are identified in mainstream schools. [Internet] [Masters thesis]. Massey University; 2012. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/4291.

Council of Science Editors:

Scobie-Jennings E. An investigation into how Māori students who are gifted and talented are identified in mainstream schools. [Masters Thesis]. Massey University; 2012. Available from: http://hdl.handle.net/10179/4291


Massey University

10. Hilaluddin, Thaharah. Exploring constraints on and support for quality teaching at a higher education institution in Malaysia.

Degree: PhD, Education, 2013, Massey University

 This thesis is an exploratory case study of one institution of higher learning in Malaysia. Teachers’ active involvement in a wide variety of quality activities… (more)

Subjects/Keywords: Quality teaching; Teacher effectiveness; Teaching, Malaysia; Higher education, Malaysia; Professional development

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APA (6th Edition):

Hilaluddin, T. (2013). Exploring constraints on and support for quality teaching at a higher education institution in Malaysia. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/4686

Chicago Manual of Style (16th Edition):

Hilaluddin, Thaharah. “Exploring constraints on and support for quality teaching at a higher education institution in Malaysia.” 2013. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/4686.

MLA Handbook (7th Edition):

Hilaluddin, Thaharah. “Exploring constraints on and support for quality teaching at a higher education institution in Malaysia.” 2013. Web. 09 Jul 2020.

Vancouver:

Hilaluddin T. Exploring constraints on and support for quality teaching at a higher education institution in Malaysia. [Internet] [Doctoral dissertation]. Massey University; 2013. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/4686.

Council of Science Editors:

Hilaluddin T. Exploring constraints on and support for quality teaching at a higher education institution in Malaysia. [Doctoral Dissertation]. Massey University; 2013. Available from: http://hdl.handle.net/10179/4686


Massey University

11. Hills, Claire. Close or be closed : to what extent can school closures and mergers be contested and negotiated? : Three New Zealand case studies : Masterton District Network Review 2003, Makoura College closure crisis 2008, Bush District Community Initiated Education Plan 2009.

Degree: PhD, Education, 2013, Massey University

 When faced with school closures and mergers stakeholders have a number of options: they can volunteer to close, they can seek a merger with a… (more)

Subjects/Keywords: School closures; School mergers; Communities and schools; Masterton; Makoura College; Bush District; New Zealand schools; Education policy; New Zealand Ministry of Education

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APA (6th Edition):

Hills, C. (2013). Close or be closed : to what extent can school closures and mergers be contested and negotiated? : Three New Zealand case studies : Masterton District Network Review 2003, Makoura College closure crisis 2008, Bush District Community Initiated Education Plan 2009. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/4758

Chicago Manual of Style (16th Edition):

Hills, Claire. “Close or be closed : to what extent can school closures and mergers be contested and negotiated? : Three New Zealand case studies : Masterton District Network Review 2003, Makoura College closure crisis 2008, Bush District Community Initiated Education Plan 2009.” 2013. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/4758.

MLA Handbook (7th Edition):

Hills, Claire. “Close or be closed : to what extent can school closures and mergers be contested and negotiated? : Three New Zealand case studies : Masterton District Network Review 2003, Makoura College closure crisis 2008, Bush District Community Initiated Education Plan 2009.” 2013. Web. 09 Jul 2020.

Vancouver:

Hills C. Close or be closed : to what extent can school closures and mergers be contested and negotiated? : Three New Zealand case studies : Masterton District Network Review 2003, Makoura College closure crisis 2008, Bush District Community Initiated Education Plan 2009. [Internet] [Doctoral dissertation]. Massey University; 2013. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/4758.

Council of Science Editors:

Hills C. Close or be closed : to what extent can school closures and mergers be contested and negotiated? : Three New Zealand case studies : Masterton District Network Review 2003, Makoura College closure crisis 2008, Bush District Community Initiated Education Plan 2009. [Doctoral Dissertation]. Massey University; 2013. Available from: http://hdl.handle.net/10179/4758


Massey University

12. Lee, Kerry Maree. Investigating the effects of long chain omega-3 fatty acids on primary school achievement.

Degree: PhD, Education, 2013, Massey University

 Background: All parents are keen to support their child to learn and grow. A variety of studies have identified benefits to children's cognitive development with… (more)

Subjects/Keywords: Nutriontal supplements; Academic achievement; Children's learning; Cognitive development; Nutrition and learning; Omega-3 fatty acids

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APA (6th Edition):

Lee, K. M. (2013). Investigating the effects of long chain omega-3 fatty acids on primary school achievement. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/5161

Chicago Manual of Style (16th Edition):

Lee, Kerry Maree. “Investigating the effects of long chain omega-3 fatty acids on primary school achievement.” 2013. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/5161.

MLA Handbook (7th Edition):

Lee, Kerry Maree. “Investigating the effects of long chain omega-3 fatty acids on primary school achievement.” 2013. Web. 09 Jul 2020.

Vancouver:

Lee KM. Investigating the effects of long chain omega-3 fatty acids on primary school achievement. [Internet] [Doctoral dissertation]. Massey University; 2013. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/5161.

Council of Science Editors:

Lee KM. Investigating the effects of long chain omega-3 fatty acids on primary school achievement. [Doctoral Dissertation]. Massey University; 2013. Available from: http://hdl.handle.net/10179/5161


Massey University

13. Suaalii, Faguele. Supports and barriers to achievement in secondary school chemistry : exploring the teaching and learning of year 12 chemistry in Samoa.

Degree: PhD, Education, 2013, Massey University

 Within the Samoan context, education is seen as critical to furthering the national goal of have sufficient qualified citizens who can create opportunities within an… (more)

Subjects/Keywords: Secondary school chemistry; Chemistry teaching, Samoa; Science education, Samoa; Student learning, Samoa; Year 12 chemistry; Barriers to learning

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APA (6th Edition):

Suaalii, F. (2013). Supports and barriers to achievement in secondary school chemistry : exploring the teaching and learning of year 12 chemistry in Samoa. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/5663

Chicago Manual of Style (16th Edition):

Suaalii, Faguele. “Supports and barriers to achievement in secondary school chemistry : exploring the teaching and learning of year 12 chemistry in Samoa.” 2013. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/5663.

MLA Handbook (7th Edition):

Suaalii, Faguele. “Supports and barriers to achievement in secondary school chemistry : exploring the teaching and learning of year 12 chemistry in Samoa.” 2013. Web. 09 Jul 2020.

Vancouver:

Suaalii F. Supports and barriers to achievement in secondary school chemistry : exploring the teaching and learning of year 12 chemistry in Samoa. [Internet] [Doctoral dissertation]. Massey University; 2013. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/5663.

Council of Science Editors:

Suaalii F. Supports and barriers to achievement in secondary school chemistry : exploring the teaching and learning of year 12 chemistry in Samoa. [Doctoral Dissertation]. Massey University; 2013. Available from: http://hdl.handle.net/10179/5663


Massey University

14. Budd, Julia Mary. A design-based research study to promote cross-disciplinary collaboration using a case from the New Zealand disability field.

Degree: PhD, Education, 2014, Massey University

 This study developed and evaluated an approach to promote cross-disciplinary collaboration when studying complex real-world issues. Complex real-world issues, such as inclusion for those experiencing… (more)

Subjects/Keywords: Interdisciplinary research; Methodology; Disability studies; New Zealand; Research Subject Categories::SOCIAL SCIENCES::Other social sciences::Research policy; Design-based research; Cross-disciplinary collaboration; Cross-disciplinary approach; Cross-disciplinary evaluation; Transdisciplinary; Complex real-world issues

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APA (6th Edition):

Budd, J. M. (2014). A design-based research study to promote cross-disciplinary collaboration using a case from the New Zealand disability field. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/5947

Chicago Manual of Style (16th Edition):

Budd, Julia Mary. “A design-based research study to promote cross-disciplinary collaboration using a case from the New Zealand disability field.” 2014. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/5947.

MLA Handbook (7th Edition):

Budd, Julia Mary. “A design-based research study to promote cross-disciplinary collaboration using a case from the New Zealand disability field.” 2014. Web. 09 Jul 2020.

Vancouver:

Budd JM. A design-based research study to promote cross-disciplinary collaboration using a case from the New Zealand disability field. [Internet] [Doctoral dissertation]. Massey University; 2014. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/5947.

Council of Science Editors:

Budd JM. A design-based research study to promote cross-disciplinary collaboration using a case from the New Zealand disability field. [Doctoral Dissertation]. Massey University; 2014. Available from: http://hdl.handle.net/10179/5947


Massey University

15. Taipjutorus, Widchaporn. The relationship between learner control and online learning self-efficacy.

Degree: PhD, Education, 2014, Massey University

 Online learning has been growing rapidly in recent years, providing increased opportunities for tertiary institutes to reach out to learners who previously may have had… (more)

Subjects/Keywords: Online learning; Self-efficacy; Tertiary education

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APA (6th Edition):

Taipjutorus, W. (2014). The relationship between learner control and online learning self-efficacy. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/6243

Chicago Manual of Style (16th Edition):

Taipjutorus, Widchaporn. “The relationship between learner control and online learning self-efficacy.” 2014. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/6243.

MLA Handbook (7th Edition):

Taipjutorus, Widchaporn. “The relationship between learner control and online learning self-efficacy.” 2014. Web. 09 Jul 2020.

Vancouver:

Taipjutorus W. The relationship between learner control and online learning self-efficacy. [Internet] [Doctoral dissertation]. Massey University; 2014. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/6243.

Council of Science Editors:

Taipjutorus W. The relationship between learner control and online learning self-efficacy. [Doctoral Dissertation]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6243


Massey University

16. Sasai, Lalida. The relationship between self-regulated learning and the use of online portfolios in an online learning environment.

Degree: PhD, Education, 2015, Massey University

 Self-Regulated Learning (SRL) theory provides an explanation for how learners control and direct their thoughts, feelings, and actions in relation to their learning goals and… (more)

Subjects/Keywords: Selr-regulated learning; Online learning; Online portfolios; Online learning environment; Learning

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APA (6th Edition):

Sasai, L. (2015). The relationship between self-regulated learning and the use of online portfolios in an online learning environment. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/7182

Chicago Manual of Style (16th Edition):

Sasai, Lalida. “The relationship between self-regulated learning and the use of online portfolios in an online learning environment.” 2015. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/7182.

MLA Handbook (7th Edition):

Sasai, Lalida. “The relationship between self-regulated learning and the use of online portfolios in an online learning environment.” 2015. Web. 09 Jul 2020.

Vancouver:

Sasai L. The relationship between self-regulated learning and the use of online portfolios in an online learning environment. [Internet] [Doctoral dissertation]. Massey University; 2015. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/7182.

Council of Science Editors:

Sasai L. The relationship between self-regulated learning and the use of online portfolios in an online learning environment. [Doctoral Dissertation]. Massey University; 2015. Available from: http://hdl.handle.net/10179/7182


Massey University

17. Chapman, Jan Erica. Motivation and high-stakes certification assessment : secondary school students' perceptions.

Degree: PhD, Education, 2013, Massey University

 Senior secondary students’ future social and economic well-being is significantly affected by their performance in high-stakes certification assessment. Motivation plays a key role in students’… (more)

Subjects/Keywords: Motivation in education; National Certificate of Educational Achievement; New Zealand; Educational tests and measurements; High school students; Rating of; New Zealand

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APA (6th Edition):

Chapman, J. E. (2013). Motivation and high-stakes certification assessment : secondary school students' perceptions. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/7564

Chicago Manual of Style (16th Edition):

Chapman, Jan Erica. “Motivation and high-stakes certification assessment : secondary school students' perceptions.” 2013. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/7564.

MLA Handbook (7th Edition):

Chapman, Jan Erica. “Motivation and high-stakes certification assessment : secondary school students' perceptions.” 2013. Web. 09 Jul 2020.

Vancouver:

Chapman JE. Motivation and high-stakes certification assessment : secondary school students' perceptions. [Internet] [Doctoral dissertation]. Massey University; 2013. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/7564.

Council of Science Editors:

Chapman JE. Motivation and high-stakes certification assessment : secondary school students' perceptions. [Doctoral Dissertation]. Massey University; 2013. Available from: http://hdl.handle.net/10179/7564


Massey University

18. Higgins, Pamela May. Primary-secondary transitions : what helps adolescents with learning support needs, family members, and teachers?.

Degree: PhD, Education, 2015, Massey University

 Transition from primary to secondary school marks a significant milestone in a young person’s life. Research indicates some students, particularly those for whom primary school… (more)

Subjects/Keywords: Underachievers

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APA (6th Edition):

Higgins, P. M. (2015). Primary-secondary transitions : what helps adolescents with learning support needs, family members, and teachers?. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/8522

Chicago Manual of Style (16th Edition):

Higgins, Pamela May. “Primary-secondary transitions : what helps adolescents with learning support needs, family members, and teachers?.” 2015. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/8522.

MLA Handbook (7th Edition):

Higgins, Pamela May. “Primary-secondary transitions : what helps adolescents with learning support needs, family members, and teachers?.” 2015. Web. 09 Jul 2020.

Vancouver:

Higgins PM. Primary-secondary transitions : what helps adolescents with learning support needs, family members, and teachers?. [Internet] [Doctoral dissertation]. Massey University; 2015. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/8522.

Council of Science Editors:

Higgins PM. Primary-secondary transitions : what helps adolescents with learning support needs, family members, and teachers?. [Doctoral Dissertation]. Massey University; 2015. Available from: http://hdl.handle.net/10179/8522


Massey University

19. Hoare, Kathryn Maree. Journey together through the three years: An evaluation of the personal tutor system, a student support model embedded in a Bachelor of Nursing programme in New Zealand.

Degree: Doctorate, Education, 2015, Massey University

 Student support is an important part of tertiary education with different models, systems and approaches used internationally and nationally. The personal tutor system is one… (more)

Subjects/Keywords: Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education

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APA (6th Edition):

Hoare, K. M. (2015). Journey together through the three years: An evaluation of the personal tutor system, a student support model embedded in a Bachelor of Nursing programme in New Zealand. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/9884

Chicago Manual of Style (16th Edition):

Hoare, Kathryn Maree. “Journey together through the three years: An evaluation of the personal tutor system, a student support model embedded in a Bachelor of Nursing programme in New Zealand.” 2015. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/9884.

MLA Handbook (7th Edition):

Hoare, Kathryn Maree. “Journey together through the three years: An evaluation of the personal tutor system, a student support model embedded in a Bachelor of Nursing programme in New Zealand.” 2015. Web. 09 Jul 2020.

Vancouver:

Hoare KM. Journey together through the three years: An evaluation of the personal tutor system, a student support model embedded in a Bachelor of Nursing programme in New Zealand. [Internet] [Doctoral dissertation]. Massey University; 2015. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/9884.

Council of Science Editors:

Hoare KM. Journey together through the three years: An evaluation of the personal tutor system, a student support model embedded in a Bachelor of Nursing programme in New Zealand. [Doctoral Dissertation]. Massey University; 2015. Available from: http://hdl.handle.net/10179/9884


Massey University

20. van Vuuren, Alet. Factors facilitating the engagement in learning of Pasifika students at intermediate school level.

Degree: PhD, Education, 2016, Massey University

 This study explores the engagement in learning of Pāsifika students at intermediate school level. Engagement was considered as a multi-layered, multidimensional construct, which is best… (more)

Subjects/Keywords: Pacific Islanders; Education (Middle school); Middle school students; Motivation in education; New Zealand; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education

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APA (6th Edition):

van Vuuren, A. (2016). Factors facilitating the engagement in learning of Pasifika students at intermediate school level. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/10954

Chicago Manual of Style (16th Edition):

van Vuuren, Alet. “Factors facilitating the engagement in learning of Pasifika students at intermediate school level.” 2016. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/10954.

MLA Handbook (7th Edition):

van Vuuren, Alet. “Factors facilitating the engagement in learning of Pasifika students at intermediate school level.” 2016. Web. 09 Jul 2020.

Vancouver:

van Vuuren A. Factors facilitating the engagement in learning of Pasifika students at intermediate school level. [Internet] [Doctoral dissertation]. Massey University; 2016. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/10954.

Council of Science Editors:

van Vuuren A. Factors facilitating the engagement in learning of Pasifika students at intermediate school level. [Doctoral Dissertation]. Massey University; 2016. Available from: http://hdl.handle.net/10179/10954


Massey University

21. Hartnett, Margaret Katherine. Motivation to learn in online environments : an exploration of two tertiary education contexts.

Degree: PhD, Education, 2010, Massey University

 Research evidence suggests that motivation is an important consideration for online learners. Notably, existing research has frequently focused on the design of motivating online learning… (more)

Subjects/Keywords: Online learning; Tertiary education; Higher education; Motivation

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APA (6th Edition):

Hartnett, M. K. (2010). Motivation to learn in online environments : an exploration of two tertiary education contexts. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/2043

Chicago Manual of Style (16th Edition):

Hartnett, Margaret Katherine. “Motivation to learn in online environments : an exploration of two tertiary education contexts.” 2010. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/2043.

MLA Handbook (7th Edition):

Hartnett, Margaret Katherine. “Motivation to learn in online environments : an exploration of two tertiary education contexts.” 2010. Web. 09 Jul 2020.

Vancouver:

Hartnett MK. Motivation to learn in online environments : an exploration of two tertiary education contexts. [Internet] [Doctoral dissertation]. Massey University; 2010. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/2043.

Council of Science Editors:

Hartnett MK. Motivation to learn in online environments : an exploration of two tertiary education contexts. [Doctoral Dissertation]. Massey University; 2010. Available from: http://hdl.handle.net/10179/2043


Massey University

22. Atkins, Rosemary Anne. Assessment practices in New Zealand year 9 and 10 social studies courses : an exploratory case study.

Degree: Master, Education, 2010, Massey University

 Assessment tasks that acknowledge the diverse social, cultural, and academic needs of learners, and the situated nature of learning, not only have the potential to… (more)

Subjects/Keywords: Social sciences; Social studies; Assessment; Evaluation; Study and teaching; Secondary schools; High schools; New Zealand

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APA (6th Edition):

Atkins, R. A. (2010). Assessment practices in New Zealand year 9 and 10 social studies courses : an exploratory case study. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/2216

Chicago Manual of Style (16th Edition):

Atkins, Rosemary Anne. “Assessment practices in New Zealand year 9 and 10 social studies courses : an exploratory case study.” 2010. Masters Thesis, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/2216.

MLA Handbook (7th Edition):

Atkins, Rosemary Anne. “Assessment practices in New Zealand year 9 and 10 social studies courses : an exploratory case study.” 2010. Web. 09 Jul 2020.

Vancouver:

Atkins RA. Assessment practices in New Zealand year 9 and 10 social studies courses : an exploratory case study. [Internet] [Masters thesis]. Massey University; 2010. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/2216.

Council of Science Editors:

Atkins RA. Assessment practices in New Zealand year 9 and 10 social studies courses : an exploratory case study. [Masters Thesis]. Massey University; 2010. Available from: http://hdl.handle.net/10179/2216


Massey University

23. Ord, Katherine Ann. Bodies of knowledge : early childhood teachers' experiences of their initial teacher education programme and sense of preparedness for teaching.

Degree: PhD, Education, 2010, Massey University

 This thesis investigates the phenomenon of ‘preparedness’ as it is employed in relation to the preparation of early childhood teachers through initial teacher education. It… (more)

Subjects/Keywords: Early childhood teachers; Early childhood teacher training; Preparedness; Teacher education

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APA (6th Edition):

Ord, K. A. (2010). Bodies of knowledge : early childhood teachers' experiences of their initial teacher education programme and sense of preparedness for teaching. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/2483

Chicago Manual of Style (16th Edition):

Ord, Katherine Ann. “Bodies of knowledge : early childhood teachers' experiences of their initial teacher education programme and sense of preparedness for teaching.” 2010. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/2483.

MLA Handbook (7th Edition):

Ord, Katherine Ann. “Bodies of knowledge : early childhood teachers' experiences of their initial teacher education programme and sense of preparedness for teaching.” 2010. Web. 09 Jul 2020.

Vancouver:

Ord KA. Bodies of knowledge : early childhood teachers' experiences of their initial teacher education programme and sense of preparedness for teaching. [Internet] [Doctoral dissertation]. Massey University; 2010. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/2483.

Council of Science Editors:

Ord KA. Bodies of knowledge : early childhood teachers' experiences of their initial teacher education programme and sense of preparedness for teaching. [Doctoral Dissertation]. Massey University; 2010. Available from: http://hdl.handle.net/10179/2483


Massey University

24. Fortier, Marie-Pierre. Inclusion and behavioural difficulties in secondary schools : representations and practices.

Degree: PhD, Education, 2014, Massey University

 Despite a political commitment towards inclusive education, research evidence suggests that barriers to inclusion in New.Zealand remain. Notably, disciplinary practices exclude students from secondary schools.… (more)

Subjects/Keywords: Inclusive education, New Zealand; Special education, New Zealand; Secondary education, New Zealand; Behaviour of school children; Behavioural problems

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APA (6th Edition):

Fortier, M. (2014). Inclusion and behavioural difficulties in secondary schools : representations and practices. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/6455

Chicago Manual of Style (16th Edition):

Fortier, Marie-Pierre. “Inclusion and behavioural difficulties in secondary schools : representations and practices.” 2014. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/6455.

MLA Handbook (7th Edition):

Fortier, Marie-Pierre. “Inclusion and behavioural difficulties in secondary schools : representations and practices.” 2014. Web. 09 Jul 2020.

Vancouver:

Fortier M. Inclusion and behavioural difficulties in secondary schools : representations and practices. [Internet] [Doctoral dissertation]. Massey University; 2014. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/6455.

Council of Science Editors:

Fortier M. Inclusion and behavioural difficulties in secondary schools : representations and practices. [Doctoral Dissertation]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6455


Massey University

25. Aspden, Karyn Michelle. Illuminating the assessment of practicum in New Zealand early childhood initial teacher education.

Degree: PhD, Education, 2014, Massey University

 Practicum is a core feature of initial teacher education. It is the site of induction and mentoring, intended to support the student teacher in their… (more)

Subjects/Keywords: Teacher education; Early childhood teacher training; Teacher training; Early childhood teaching, New Zealand; Practicum

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APA (6th Edition):

Aspden, K. M. (2014). Illuminating the assessment of practicum in New Zealand early childhood initial teacher education. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/6473

Chicago Manual of Style (16th Edition):

Aspden, Karyn Michelle. “Illuminating the assessment of practicum in New Zealand early childhood initial teacher education.” 2014. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/6473.

MLA Handbook (7th Edition):

Aspden, Karyn Michelle. “Illuminating the assessment of practicum in New Zealand early childhood initial teacher education.” 2014. Web. 09 Jul 2020.

Vancouver:

Aspden KM. Illuminating the assessment of practicum in New Zealand early childhood initial teacher education. [Internet] [Doctoral dissertation]. Massey University; 2014. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/6473.

Council of Science Editors:

Aspden KM. Illuminating the assessment of practicum in New Zealand early childhood initial teacher education. [Doctoral Dissertation]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6473


Massey University

26. Smith, Penelope Jean. Early childhood teachers' beliefs and practices related to peer learning : a mixed methods study.

Degree: PhD, Education, 2018, Massey University

 This study investigated New Zealand early childhood teachers’ beliefs and practices related to peer learning, as little is known about how teachers support peer learning… (more)

Subjects/Keywords: Early childhood teachers  – New Zealand  – Attitudes; Peer-group tutoring of students  – New Zealand; Team learning approach in education  – New Zealand; Early childhood education  – New Zealand; Te Whāriki (Programme)

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APA (6th Edition):

Smith, P. J. (2018). Early childhood teachers' beliefs and practices related to peer learning : a mixed methods study. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/14223

Chicago Manual of Style (16th Edition):

Smith, Penelope Jean. “Early childhood teachers' beliefs and practices related to peer learning : a mixed methods study.” 2018. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/14223.

MLA Handbook (7th Edition):

Smith, Penelope Jean. “Early childhood teachers' beliefs and practices related to peer learning : a mixed methods study.” 2018. Web. 09 Jul 2020.

Vancouver:

Smith PJ. Early childhood teachers' beliefs and practices related to peer learning : a mixed methods study. [Internet] [Doctoral dissertation]. Massey University; 2018. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/14223.

Council of Science Editors:

Smith PJ. Early childhood teachers' beliefs and practices related to peer learning : a mixed methods study. [Doctoral Dissertation]. Massey University; 2018. Available from: http://hdl.handle.net/10179/14223


Massey University

27. Alsaleh, Fatimah Ibrahim. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.

Degree: PhD, Education, 2019, Massey University

 Being well prepared and experiencing a sense of preparedness for teaching is a key learning outcome of any initial teacher education (ITE) program. In order… (more)

Subjects/Keywords: Mathematics teachers; Training of; Saudi Arabia; Student teachers; Attitudes; Women teachers

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APA (6th Edition):

Alsaleh, F. I. (2019). Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/14975

Chicago Manual of Style (16th Edition):

Alsaleh, Fatimah Ibrahim. “Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.” 2019. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/14975.

MLA Handbook (7th Edition):

Alsaleh, Fatimah Ibrahim. “Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.” 2019. Web. 09 Jul 2020.

Vancouver:

Alsaleh FI. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. [Internet] [Doctoral dissertation]. Massey University; 2019. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/14975.

Council of Science Editors:

Alsaleh FI. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. [Doctoral Dissertation]. Massey University; 2019. Available from: http://hdl.handle.net/10179/14975


Massey University

28. Tsukigawa, Anna Marie. Phases of differentiated schooling : a theoretical and conceptual framework of the relationship between religion and schooling in New Zealand and Norway.

Degree: PhD, Education, 2013, Massey University

 This thesis offers a conceptual and theoretical map of the trajectory of relationship between religion and schooling that explains why and how religion has changed… (more)

Subjects/Keywords: Religion and schooling; Christian education, New Zealand; Christian education, Norway; Religion in schools, New Zealand; Religion in schools, Norway; State education; Christianity in state schools; Education and state

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APA (6th Edition):

Tsukigawa, A. M. (2013). Phases of differentiated schooling : a theoretical and conceptual framework of the relationship between religion and schooling in New Zealand and Norway. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/5400

Chicago Manual of Style (16th Edition):

Tsukigawa, Anna Marie. “Phases of differentiated schooling : a theoretical and conceptual framework of the relationship between religion and schooling in New Zealand and Norway.” 2013. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/5400.

MLA Handbook (7th Edition):

Tsukigawa, Anna Marie. “Phases of differentiated schooling : a theoretical and conceptual framework of the relationship between religion and schooling in New Zealand and Norway.” 2013. Web. 09 Jul 2020.

Vancouver:

Tsukigawa AM. Phases of differentiated schooling : a theoretical and conceptual framework of the relationship between religion and schooling in New Zealand and Norway. [Internet] [Doctoral dissertation]. Massey University; 2013. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/5400.

Council of Science Editors:

Tsukigawa AM. Phases of differentiated schooling : a theoretical and conceptual framework of the relationship between religion and schooling in New Zealand and Norway. [Doctoral Dissertation]. Massey University; 2013. Available from: http://hdl.handle.net/10179/5400


Massey University

29. Nguyen, Buu Huan. Teacher change in science education in a Vietnamese university.

Degree: PhD, Education, 2014, Massey University

 This research investigated the ways in which Science lecturers changed their teaching strategies to enhance active learning in English for Specific Purposes (ESP) classes. It… (more)

Subjects/Keywords: Science teaching, Vietnam; University science; Active learning; English for Specific Purposes (ESP); Educational change, Vietnam

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APA (6th Edition):

Nguyen, B. H. (2014). Teacher change in science education in a Vietnamese university. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/5556

Chicago Manual of Style (16th Edition):

Nguyen, Buu Huan. “Teacher change in science education in a Vietnamese university.” 2014. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/5556.

MLA Handbook (7th Edition):

Nguyen, Buu Huan. “Teacher change in science education in a Vietnamese university.” 2014. Web. 09 Jul 2020.

Vancouver:

Nguyen BH. Teacher change in science education in a Vietnamese university. [Internet] [Doctoral dissertation]. Massey University; 2014. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/5556.

Council of Science Editors:

Nguyen BH. Teacher change in science education in a Vietnamese university. [Doctoral Dissertation]. Massey University; 2014. Available from: http://hdl.handle.net/10179/5556


Massey University

30. Tānaki, 'Olikoni. Kātaki ē mamá moe hopohopokia : perceptions and experiences of Tongan male learners in higher education in Aotearoa New Zealand.

Degree: PhD, Education, 2015, Massey University

 Tongans are known as one of the greatest seafaring people, constantly and fearlessly venturing beyond the sunrise in search of new lands and new grounds… (more)

Subjects/Keywords: Tongans; Men; Education (Higher); New Zealand; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education

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APA (6th Edition):

Tānaki, '. (2015). Kātaki ē mamá moe hopohopokia : perceptions and experiences of Tongan male learners in higher education in Aotearoa New Zealand. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/10577

Chicago Manual of Style (16th Edition):

Tānaki, 'Olikoni. “Kātaki ē mamá moe hopohopokia : perceptions and experiences of Tongan male learners in higher education in Aotearoa New Zealand.” 2015. Doctoral Dissertation, Massey University. Accessed July 09, 2020. http://hdl.handle.net/10179/10577.

MLA Handbook (7th Edition):

Tānaki, 'Olikoni. “Kātaki ē mamá moe hopohopokia : perceptions and experiences of Tongan male learners in higher education in Aotearoa New Zealand.” 2015. Web. 09 Jul 2020.

Vancouver:

Tānaki '. Kātaki ē mamá moe hopohopokia : perceptions and experiences of Tongan male learners in higher education in Aotearoa New Zealand. [Internet] [Doctoral dissertation]. Massey University; 2015. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10179/10577.

Council of Science Editors:

Tānaki '. Kātaki ē mamá moe hopohopokia : perceptions and experiences of Tongan male learners in higher education in Aotearoa New Zealand. [Doctoral Dissertation]. Massey University; 2015. Available from: http://hdl.handle.net/10179/10577

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